Investigating Hausa as a Medium of Instruction at Tertiary Level: Challenges and Possibilities at Selected Nigerian Universities

The use of Hausa as a medium of instruction beyond early primary education remains a contested and underexplored area of Nigerian language policy, with its potential for tertiary-level use almost entirely unrealised despite advocacy from Hausa language scholars and cultural institutions. This study investigates the challenges and possibilities of using Hausa as a medium of instruction at tertiary level in Nigeria, drawing on empirical data from four universities with established Hausa language programmes. A qualitative inquiry design was adopted, employing focus groups with 60 Hausa department students and in-depth interviews with 24 faculty members across Bayero University Kano, Usmanu Danfodiyo University Sokoto, Ahmadu Bello University Zaria, and Gombe State University. Document analysis of language of instruction policies and available Hausa tertiary academic texts was conducted. The study examines structural barriers including shortage of Hausa academic textbooks, limited Hausa technical terminology in specialist disciplines, assessment system alignment with English-medium examinations, and the career implications of Hausa-medium graduation credentials. Findings reveal overwhelming consensus among both students and faculty that Hausa instruction at tertiary level is desirable in principle but practically constrained by inadequate publishing infrastructure, terminological gaps in technical and scientific domains, and market signals that strongly favour English-medium credentials. Recommendations address a phased approach to Hausa-medium instruction development, beginning with Hausa language and literature courses taught entirely in Hausa and progressively extending to social science disciplines with strong Hausa text bases. Keywords: Hausa as medium of instruction, Tertiary education, Nigerian universities, Language policy, Academic Hausa.